UNDERGRADUATE PROGRAMME SPECIFICATION

Transcription

1 UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: HNC in Applied Technologies Awarding Body: Teaching Institutions: Staffordshire University Barnsley College Shrewsbury College of Arts and Technology Newcastle-under-Lyme College Stafford College Final Awards: HNC in: Electrical and Electronic Technology Intermediate Awards: Mode of Study UCAS Codes: QAA Subject Benchmarks: Professional/Statutory Body: None Part time/full time N/A Engineering None Date of Production: June 2014 Date of Revision: 1

2 EDUCATIONAL AIMS OF THE PROGRAMME The aim of the programme is to provide an opportunity for part-time students in regional and other colleges to access higher education at a local level. The HNC, taught in the colleges, can be delivered in either 2 year (3 teaching block) parttime, 1 year (3 teaching block) part-time or 1 year, (2 teaching block) full-time formats. The 2 year part-time version is delivered in 3 teaching blocks and the HNC can be completed inside two years The 1 year full-time version is delivered in 2 teaching blocks with the HNC completed after the first year. The 1 year part-time version is delivered using a 3 rd teaching block over the summer. Again the HNC can be completed in one year of study. In all formats, however, there may be an opportunity to obtain some accreditation for prior learning and work experience, in which case the students could complete the course in less time. Award features Student undertake practical exercises using industry standard equipment Work-based learning forms part of the assessment process. Students study the underlying principles of science, engineering and design. Students have the opportunity to engage in Personal Development Planning (PDP). Programme aims: To provide national qualifications, with detailed common standards recognisable to centres, students and employers. To provide a focus on practical knowledge and skills. To provide compatibility with feeder qualifications. To provide a response to changing training and educational needs. Specific award aims To provide preparation for a range of technical and management careers in electrical and electronic technology. To provide specialised studies e.g. design, electronics and signal processing, electrical machines and electrical power, which are directly relevant to individual vocations and professions in which students are currently working or in which they intend to seek employment. To provide training to enable graduates to progress in industry confident in their use of design and analysis techniques for electrical and electronic technology systems. 2

3 To enable students to make an immediate contribution in employment. HNC graduates will: Be equipped to perform complex technical duties with a substantial degree of personal responsibility. Understand the fundamentals and practical applications of current technology whilst applying leading edge technology to practical skills. 3

4 What is distinctive about this programme? Use of tutorials, workshops and formal lectures that help the student reflect on their experiences and learning in an active and vocationally relevant way. Vocational learning forms part of the assessment in many of the modules by virtue of the production of standard documents such as project plans, project evaluations etc. The Award programme has been designed with the assistance of many employer organisations and their representatives. They have provided valuable information and advice to ensure that the degree programme incorporates all the latest requirements for students who are seeking to complement their work-based learning experiences with a valuable qualification in its own right. Employers are aware that a HNC is a qualification that provides an opportunity for their employees to progress to Foundation degree, honours degree and postgraduate study if they wish. Part-time students will have a Mentor from within their company to assist with their learning process. They will encourage the student to reach their potential and liaise with other appropriate managers and colleagues to release the resources that the student may need from their organisation wherever possible. Full time students will be mentored by college staff. Students have the opportunity to progress to an FDSc at their college and an honours degree at Staffordshire University. They may also be able to progress to an honours degree at other Higher Education Institutions. 4

5 PROGRAMME OUTCOMES Common Learning Outcomes Knowledge and understanding Learning Enquiry Analysis Problem solving Application Reflection Communication Application to award demonstrate knowledge and understanding of well established technological concepts in Electrical and Electronic engineering be able to make critical judgments based on knowledge gained in the area of Electrical and electronic Technology demonstrate knowledge of a variety of forms of enquiry in Electrical & electronic Technology use established techniques to initiate and undertake analysis of information evaluate problem solving approaches and propose solutions to problems be able to develop new techniques in a technological environment related to electrical and electronic engineering demonstrate the qualities and transferable skills necessary for employment or further study in Electrical & electronic Technology and demonstrate the importance of personal responsibility communicate using a variety of media. 5

6 PROGRAMME STRUCTURE, MODULES AND CREDITS Delivery pattern for 2 year, 3 teaching block, part-time HNC scheme Electrical and Electronic Technology L E V E L 4 Teaching Block 1 2 Technology Fundamentals 30 Credits 15 Credits Year Electrical and Electronic Principles CE Mathematics Technology for 1 3 Design Techniques CE Personal Development 1 2 6

7 Delivery pattern for 1 year, 3 teaching block, part-time HNC scheme Electrical and Electronic Technology Teaching Block 30 Credits 15 Credits Year L E V E L Technology Fundamentals Electrical and Electronic Principles CE Mathematics Technology CE Personal Development 1 for 1 3 Design Techniques 7

8 Delivery pattern for 1 year, 2 teaching block, full-time HNC scheme Electrical and Electronic Technology L E V E L 4 Teaching Block 1 2 Technology Fundamentals Electrical and Electronic Principles 30 Credits 15 Credits Year Design Techniques CE Mathematics for Technology CE Personal Development 1 1 8

9 HOW WILL I BE TAUGHT AND ASSESSED? Teaching and Learning The following strategy will be adopted to ensure that students have a supportive learning and teaching environment. The students will be provided with a Study Pack for each module, which will clearly state the learning and teaching style to be adopted for that module. This will include traditional learning material, such as hand-outs, but there will be an emphasis on web-based learning material which will be available through the University s web-site. Students will also be provided with coursework assignments with clearly defined assessment criteria. To ensure active learning, scheduled workshops and case studies will be used in addition to traditional lectures Making best use of the work environment (part-time students) for learning, will help the student to see that at work the consideration of issues is also ongoing education and training View work-based activity (part-time students) as an assessment or learning activity in its own right. It is important that (part-time) students fully engage with the learning process with support from the student s Employer based Work based Mentor and College Personal Tutor. The student learning opportunities include e-learning (Moodle) and classroom based learning and involves a broad spectrum of activities appropriate to the learning outcomes and the assessment methods. These activities range from entirely self-managed study, timetabled formal lectures, tutorials, laboratory based work and presentations. Students have opportunities to use and develop theoretical knowledge, computer based models, and to design, implement and test. The transferable skills of presenting, writing, discussing, working with others, and managing one s own time are developed throughout the programme. A review of learning opportunities with reference to relevant assessment methods is presented below: Laboratory assignments / practical work / log book records / reports - Computer based exercises - Simulation exercises Many learning opportunities are provided by practical work of some form. This occurs for example in laboratory based assignments for which students maintain a log book (whilst they are in the laboratory) and produce a report. The practical work may take the form of undertaking experimental test measurements, building items of technical equipment, undertaking design work, implementing web-based or other computer-based or media-based code or solution, or implementing an individual design project. Generally practical work is linked to theoretical concepts and analytical skills developed in lectures and tutorials. Presentations and oral examinations Opportunities are provided in assignments in which presentations, as well as project management techniques, team working, design and written reports, play a part. Projects may include presentations and interviews. 9

10 Problem solving exercises Problem solving activities are undertaken by the students at all levels. As a formal component of modules, tutors set problems for students to tackle, and on which assessment may be based. The level of challenge ranges from fundamental knowledge to those that develop a deeper understanding. These are often generated entirely by the module tutors based on their own experience. The challenges in student projects which integrate learning, involve solving a range of problems requiring analytical and design skills, knowledge and time management. Design tasks Design skills are introduced and developed through tutorials, problem solving exercises and other projects Design requires knowledge and understanding, a requirement and specification, the tools and techniques to design, realise and test, and the project management skills to manage the process. Individual projects and reports Students are required to review published literature and other relevant published works, and to set their work in the context of other work in the field. Final assessments may include presentations (using power point) and interviews. In addition the programme follows the QAA document on engineering benchmark statement ensuring that: The methods of teaching, learning and assessment are constructed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the programme For students to achieve a satisfactory understanding of engineering the expectation is that they will have significant exposure to hands-on laboratory work and substantial individual project work Teaching needs to be placed within the context of social, legal, environmental and economic factors relevant to engineering. assessment should form part of the learning process and requires that there is sufficient opportunity for students to demonstrate that they have met the threshold in all components 10

11 Assessment The assessment methods used with the programme are varied, formative and develop students transferable skills as well as their technical ability. Students ability to plan, judge, communicate complex issues, solve problems logically, and develop original solutions, in appraising critically the work of others, and in managing their own learning are all significant contributors to determining a students mark for a module. In addition a student s technical understanding of the context of their work alongside that of others, of the breadth of their subject of study, and of the depth of their specialist area of study, also are key to the assessment process. Assessment methods applied include: Unseen examinations / class tests. Laboratory assignments / practical work / log book records / reports. Learning Portfolio Case Studies Presentations and oral examinations Problem solving exercises Essay assignments Design tasks Computer-based/Simulation exercises Individual projects and reports Assessment is anonymously marked with tutors using clear published criteria and sample verification by both internal second marker and external examiner is undertaken to ensure parity of marking standards. Formative feedback is provided in a variety of ways including: Moodle, informally by personal tutors discussing areas of improvement and formally by module tutors reviewing coursework and examination performance in one-to-one student appraisal sessions. Summative feedback is provided via written comments on assignment and cover sheets by the assessor. The range of assessment techniques includes exposure to formal examinations, at no more than 50% weighting, principally to assess knowledge, understanding, application and closed problem solving. 11

12 Entry Requirements ADDITIONAL INFORMATION The entry requirements for the award are normally one of the following in a subject area: 100 points with 80 points from at least one A level, 20 points may come from Key Skills, AS or other units. Completed an Advanced/ Modern Apprenticeship. BTEC National Diploma or Certificate qualifications. Advanced GNVQ at pass grade. Mature students with relevant experience The applicants can use their previous experiences to gain admission to the programme; admission to a module; admission at an intermediate stage in the programme (known as Advanced Standing); or to gain exemption from part of the programme through the University Accreditation of Prior (Experiential) Learning [AP(E)L] Scheme. These previous experiences can be certificated learning and/or experiential learning. The current IELTS score is 6.0. Further information on Staffordshire University s admissions policy can be found at : Disability Statement Staffordshire University operates a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Details can be found at: 12

13 AWARD SPECIFIC INFORMATION Higher National Certificate (HNC) If students achieve 120 credits at Level 4 they will be eligible for the award of a Higher National Certificate (HNC). Compensation and Condonation. A maximum of 30 credits may be awarded a compensated pass or condoned. Part-time: A compensated pass may only be awarded once the student has passed a minimum of 45 award credits at the level of the failed module or higher. Full-time: A compensated pass may be awarded once the student has passed a minimum of 90 award credits at the level of the failed module or higher. To be eligible for compensation a student must achieve an overall module score of at least 35% with all individual assessment component scores at 30% or above. Further information about the award can be found in the relevant Student Handbook and on the University Website. This includes information about optional modules, learning outcomes at levels below honours, student support, and academic regulations. Additional information relating to the programme can be found in Module Handbooks. Recruitment Centre, literature/brochures. Partnerships Office Colleges Websites: ==================================== 13

14 THE STAFFORDSHIRE GRADUATE The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21 st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your award, these characteristics are addressed: AWARD Electrical and Electronic Technology TITLE: Characteristic Award Module(s) including level and number of credits Work-ready and CE Personal Development employable 1 (15 credits) Understanding of CE Personal Development enterprise and 1 (15 credits) entrepreneurship Understanding of global issues and their place in the global economy Communication Skills Presentation skills The ability to interact confidently with colleagues Independence of thought Skills of team working Ability to carry out inquirybased learning and critical analysis Technologically, digitally and information literate Able to apply Staffordshire Graduate attributes to a range of life experiences to Electrical & electronic principles (30 credits) CE Personal Development 1 (15 credits) Technology Fundamentals (30 credits) Design Techniques (30 credits) CE Personal Development 1 (15 credits) CE Personal Development 1 (15 credits) CE Personal Development 1 (15 credits) Technology Fundamentals (30 credits) CE Personal Development 1 (15 credits) CE Design Techniques (30 credits) Design Techniques (30 credits) Technology Fundamentals (30 credits) CE Mathematics for Technology Design Techniques (30 credits) Technology Fundamentals (30 credits) CE Personal Development 1 (15 credits) Method of Assessment Coursework (100%) :Learning portfolio Coursework (100%):Learning portfolio Coursework (50%):Lab logbook/report Examination (50%) Coursework (100%):Learning portfolio Coursework (50%) :Lab logbook/report Examination (50%) Coursework (100%) :Design report/software portfolio/presentations Coursework (100%):Learning portfolio Coursework (100%):Learning portfolio Coursework (100%):Learning portfolio Coursework (50%) :Lab logbook/report Examination (50%) Coursework (100%):Learning portfolio Coursework (100%) :Design report/software portfolio/presentations Coursework (100%) Design report/software portfolio/presentations Coursework (50%):Lab logbook/report Examination (50%) Coursework (100%) :Phase tests Coursework (100%) Design report/software portfolio/presentations Coursework (50%):Lab logbook/report Examination (50%) Coursework (100%):Learning portfolio 14

15 facilitate life-long learning 15

16 ADDENDUM FOR DELIVERY AT A PARTNER INSTITUTION This section should record any matters within the programme specification which do not apply to the delivery at the partner. It should also note any differences in delivery, course content, module choice etc. Name and location of partner Partnership Context Awards to be offered at partner Aims / Learning Outcomes Newcastle under Lyme College Shrewsbury college of Technology Barnsley College Delivery patterns Delivery patterns Delivery patterns 2 year, 3 teaching block, part-time 2 year, 3 teaching block, part-time 1 year, 2 teaching block, full-time 1 year, 3 teaching block, part-time Stafford College Delivery patterns 2 year, 3 teaching block, part-time As specification As specification As specification As specification Curricula As specification As specification As specification As specification Teaching and Learning As specification As specification As specification As specification Assessment As specification As specification As specification As specification Admissions Criteria Specific Regulations As specification As specification As specification As specification As specification As specification As specification As specification Date of completion ======================= 16